Final Team Performance Individual Student Assessments Return to your local benchmarks and standards. Ask yourself How will I know if each student has the knowledge and reasoning to communicate an understanding of the concept(s)? Select a format for checking student knowledge.

create a garden design using measurements given for area at a scale of 51 graph location of plants in courtyard using given coordinates

16Seven Comprehension StrategiesMaking ConnectionsAsking QuestionsDetermining ImportanceVisualizingInferringSynthesizingRepairing Comprehension fix-up strategies 17Making Connections THE HOOKCreating InterestMaking ConnectionsActivating Prior KnowledgeTake a guess 18THE HOOKThe teacher introduces the unit by having teams participate in a taste test one cup is chocolate and water, one is chocolate and milk, and one is chocolate mixed with salt water. They must rate the three drinks and give their preference. Then students read Goldilocks and the Three Bears (readers theater). Following the reading teams look on the bottom of the glasses to reveal a picture of Venus, Earth, and Mars. Earth is considered the Goldilocks Planet and it is their task to discover why. 19Authentic Connections 20AUTHENTIC CONNECTIONLevels of Authenticity

Someone from within the classroom

Someone from within the school

Someone from the local community or from outside the community

21Sample Letters

Letters MUST be authentic, not fiction. Unless the students are told it is a simulated event, you cannot move forward as if the partnership between the class and the designated connection were real. Otherwise, it becomes an ethically questionable process whereby students are lead to believe the letter is real when it is not.

The teacher must reach out to people in the community to move the content beyond the constraints of a textbook.

The letter should outline the need that will be served and introduce the target audience.

Information needed by the audience should be outlined and the format for presentation specified (PowerPoint, etc.).

22Genetics and The Cell

The Belvedere Humane Society would like people to understand the genetic problems pure breeds may encounter. They would like help in advertising information about the value of adopting mixed breed dogs. Their hope is that people will want to adopt a dog or cat as a pet.

23Belvedere Humane Society Dear Students, As a representative of the local humane society, I work with animals that have been cast off by society. Day after day I walk past cages of animals whose eyes follow me no matter where I go. Often at night, I imagine I can hear their whines and cries as Im trying to fall asleep. The objective of the humane society is to find homes for these animals. We need your help to accomplish this overwhelming task. We are especially concerned about placing our canine friends. While the cute, cuddly purebred dogs are the first to get picked, the mixed-breed dogs are often left behind. We feel that the community would respond to a guidebook on dogs more that just a letter from us. Perhaps you could create such a book to make the public aware of the desirability of adopting mixed breed dogs as well as purebreds. If at all possible we would like your guidebook to include the results of a community survey on ownership of purebred dogs versus mixed-breed dogs. Please include information about the value of mixed breed dogs. It would be helpful for people to understand the genetic problems pure breeds may encounter. What are the probabilities of dogs inheriting hip dysphasia? How are traits inherited? A better understanding of these issues will lead to better decision making and more successful adoptions. Thank you for your willingness to help on this project! Sincerely, The Humane Society 24AUTHENTIC CONNECTION Highest Level of AuthenticityStudent-generated connections

If students have had inquiry experiences in which a letter delivered the challenge then it is most appropriate to use another form of invitation

Students with high competency levels in using inquiry strategies can be challenged to explore connections to up-coming unit topics and advise the class about possibilities

The teacher could also encourage teams of students to work on different projects connected to authentic needs in the school, community or world at large.

25The InvitationIntroduce the Young Producers Contest from www.earthsky.org/Teachers/YP/ The Young Producers Contest What is the Young Producers Contest? The Young Producers Contest is an annual event sponsored by the Earth Sky radio series and the National Science Foundation. Each year, students around the world create their own science radio programs. We choose the five best and air them on the Earth and Sky program in the spring. Teams will share scripts with fifth grade students who are studying the planets to help them learn about space and to get feedback before submitting their scripts. Conclude with readers theater, The Goldilocks Problem.Authentic Connection 26Student Decision Making Levels of Empowerment

Staff member requests help in some aspects of planning

Staff member and students collaborate during planning and implementation

Students assume leadership with feedback and suggestions from staff

Students define issue, develop and implement action plan and operate within parameters established by teacher and class

27Stages of Inquiry in the Classroom

Encountering the Issue

getting the big idea

making connections

Making Connections

Text to text, text to self, text to

world

Open and closed word sorts

Task Analysis

defining the task

asking questions

Asking Questions

Right there, think and search

Author and you, in your head

Investigating Information

seeking, organizing, analyzing,

applying to project

Determining Importance

Features, structures of text

Note taking, graphic organizers

Facts to main ideas, summaries

Reasoning with Information

evaluating, creating, judging,

inferring, visualizing

making decisions

Inferring and Visualizing

creating models

using text clues and prior knowledge

using implicit and explicit information to reach conclusions

Acting on Decisions

synthesizing

communicating findings

Synthesizing

text to text, self and world

applying to new settings and contexts

in your head

28Comprehension Strategies

Making Connections

Asking Questions

Determining Importance

Drawing InferencesSynthesizing 29Text-to-Self

Connections that readers make between the text and their past experiences or background knowledge.

Goudvis Harvey 2000

30Text-to-World

Connections that readers make between the text and the bigger issues, events, or concerns of society and the world at large.

______________ and _________________ are connected because _________ ________________________________________________________________. 36Continuing Word ConnectionsWord Use in Text Page

37Continuing Word Connections 38Making Connections Anticipation GuidesMosquitoes eat plant nectar and pollinate plants.Mosquitoes make great food for fish.Honeydew is a favorite food of the male mosquito.The larvae do not breed successfully in water that has fish or frogs.Mosquitoes are the most dangerous animal in the world. 39Connecting Through Journal TopicsExplain how _________(topic of the day) plays a part in your life. Write a sentence telling how knowing about ________(new topic) might be useful to you personally. How do you think your feelings about ________(new topic) is different from your teachers (or friends or parents)? 40Book Bits

Give each student a short excerpt from a piece of text that everyone will be reading.

Each child reads his/her excerpt silently.

Each child then writes a prediction/questions about the entire article.

Students are placed in groups of 3-4 to share excerpts with other students. Each child reads to and listens to 2-3 other students. They must read their excerpts exactly as written.

Students now return to their seats to make new predictions or ask questions concerning the text they will read.

The need to support organizations that take care of our environment and endangered animals

What questions do we have now?

Next Task Analysis 52TLE Comprehension Strategies

Making Connections

Asking Questions

Determining Importance

Drawing InferencesSynthesizing 53(No Transcript) 54

Goals/Standards (S) CONTEXTCONTENTEngaging the Learner Teaching and Learning Events No questions no inquiry! Call it directed research. Call it project-based learning. But, do not call it inquiry-based learning!State Goal 17. Understand world geography and the effects of geography on society, with emphasis on the United States. Standard A. Locate, describe, and explain places, regions, and features on the Earth. In modeling the opening we

students read letter and complete task analysis ask questions based on opening activities and letter

People interact with their environment to create cultures. If civilization depends on natural resources then their demise may be the result of overuse Students explore cultures that collapsed because of this mistake. Teachers use an apple to represent the Earth and slice away portions that represent resources.

Requires analysis of cause-and-effect and an understanding of the relationship between variables.

The favorite question of four-year-olds. It is the basic tool for figuring stuff out (constructivist learning).

Leads naturally to problem-solving (the How question) or to decision-making (the Which is best? question).

58WHY?

Why does the sun fall each day? Why does the rain fall? Why do some people throw garbage out their car windows? Why do some people steal? Why do some people treat their children badly? Why can't I ask more questions in school?

59HOW?

The basis for problem-solving and synthesis.

The inventors favorite question

How? leads to the seeking of information that leads to a solution or understanding

60WHICH?

Requires decision-making - a reasoned choice based upon clearly stated criteria and evidence.

Which school or trade will I pick for myself? Faced with a moral dilemma, which path will I follow? Confronted by a serious illness, which treatment will I choose for myself?

61 Half of the QARIn Your Head (Inference)In the Book (Investigation Information)Right There Queens Lay 1500 eggs each day.Right There Drones mate with the queen bee.

Worker Bees

Make wax

Feed the larvae

Collect pollen

Store pollen

Make honey

Guard the hive

62The Other Half of the QARIn the Book (Gathering InformationIn Your Head (Inference)Author and You (Inference) Which bee is the busiest? Why is it necessary for the queen to lay so many eggs?Right There Queens Lay 1500 eggs each day.Right There Drones mate with the queen bee.

Worker Bees

Make wax

Feed the larvae

Collect pollen

Store pollen

Make honey

Guard the hive

On Your Own Do you know someone who works as hard as the bee? 63Mini Lessons for Asking Questions

72Cutting Up With FactsCows have four stomachs. They eat grassOstriches can run 40 miles an hour. It can kick its enemies.Ostriches have long nails.Frogs pushes their stomach out of their body when if it eats something bad.Baboons live together in troups.Rabbits eat their droppings. Rabbits eat grass.Chameleons change colors to hide. Cobras puff out their necks to look bigger.Whales can talk to each other.The starfish stomach goes out of its body and into the shellfishMeercats stand guard to warn of danger. 73Cutting Up With FactsFeatures Cows have four stomachs. They eat grass Ostriches have long nails. Frogs pushes their stomach out of their body if it eats something bad. Rabbits eat their droppings. Rabbits eat grass. Baboons live together in troups. The starfish stomach goes out of its body and into the shellfishBehaviors Cobras puff out their necks to look bigger. Whales can talk to each other.Chameleons change colors to hide. Meercats stand guard to warn of danger.Ostriches can run 40 miles an hour. It can kick its enemies. 74Readers Theatre

Students stand or sit in semi-circle at front of classroom.

Students read aloud from a script adapted from a book.

No props, scenery, or staging required

Emphasis is placed on oral interpretation of text by readers

Emphasis is placed on listening skills of audience.

75Readers Theatre

Teacher read the text on which script is based and did lessons on fluency.

Day 2-3 students met in small groups and read the script several times taking a different role with each reading.

Day 4 students practice their roles

Day 5 students perform

76Research Findings

Based on a 10 week Readers Theatre experience following the 5 day format

dramatic gains in students reading fluency

high motivation to read and reread

students supported one another in preparation for performance

77Semantic Features Chart 78Change Over Time Life Cycle of a Tree 79Category What is it?Properties Describe it. ANIMALCompare/Contrast What is it like?HAS WINGSBAT MOUSEMAMMALFRUITUSES RADAR INSECT-EATING VAMPIREIllustrations What are some examples? 80A bat is an animal similarto a mouse. It is a mammal, has wings and uses radar to locate prey. Some examples are fruit, vampire and insect eating bats. 81(No Transcript) 82(No Transcript) 83(No Transcript) 84(No Transcript) 85Activities for Determining Importance

Features of Nonfiction Text

The Structures of Nonfiction Text

Finding Important Information Rather Than One Main Idea

Key Points vs. Supporting Details

Taking Notes

Graphic Organizers

86Stop, Peer Review, Revise

Review / Revise activities for Determining Importance

87Stages of Inquiry in the Classroom

Encountering the Issue

getting the big idea

making connections

Making Connections

Text to text, text to self, text to

world

Open and closed word sorts

Task Analysis

defining the task

asking questions

Asking Questions

Right there, think and search

Author and you, in your head

Investigating Information

seeking, organizing, analyzing,

applying to project

Determining Importance

Features, structures of text

Note taking, graphic organizers

Facts to main ideas, summaries

Reasoning with Information

evaluating, creating, judging,

inferring, visualizing

making decisions

Inferring and Visualizing

creating models

using text clues and prior knowledge

using implicit and explicit information to reach conclusions

Acting on Decisions

synthesizing

communicating findings

Synthesizing

text to text, self and world

applying to new settings and contexts

in your head

88IBL Methodology

Reasoning with Information

Asking further questions

Individual assessments occur as benchmarks are covered

Organized activities that structure work on FTP

89Comprehension Strategies

Making Connections

Asking Questions

Determining Importance

Drawing InferencesSynthesizing 90What can we infer?Cobras puff out their necks to look bigger.Whales can talk to each other.Chameleons change colors to hide. Meercats stand guard to warn of danger.Ostriches can run 40 miles an hour. It can kick its enemies.Baboons live together in troupes.

Animal behaviors.

Behaviors help animals survive

Some run, some hide, some take flight, some fight

All have behaviors to communicate

91What can we infer?Cows have four stomachs. They eat grassOstriches have long nails.Frogs pushes their stomach out of their body when if it eats something bad.Rabbits eat their droppings. Rabbits eat grass.The starfish stomach goes out of its body and into the shellfishThe cheetah has a spotted coat.

Animal Features

Grass is difficult to digest so animals have special stomachs or eat droppings to digest it

Create activities which support students in reasoning with information/inferring.

106Stages of Inquiry in the Classroom

Encountering the Issue

getting the big idea

making connections

Making Connections

Text to text, text to self, text to

world

Open and closed word sorts

Task Analysis

defining the task

asking questions

Asking Questions

Right there, think and search

Author and you, in your head

Investigating Information

seeking, organizing, analyzing,

applying to project

Determining Importance

Features, structures of text

Note taking, graphic organizers

Facts to main ideas, summaries

Reasoning with Information

evaluating, creating, judging,

inferring, visualizing

making decisions

Inferring and Visualizing

creating models

using text clues and prior knowledge

using implicit and explicit information to reach conclusions

Acting on Decisions

synthesizing

communicating findings

Synthesizing

text to text, self and world

applying to new settings and contexts

in your head

107IBL Methodology

Acting on Decisions

Review of earlier FTP elements in preparation for final performance/publication

Completion of work on FTP

Presentation to target audience

Evaluation of performance by student, teacher, and audience

108Comprehension Strategies

Making Connections

Asking Questions

Drawing InferencesDetermining ImportanceSynthesizing 109Synthesis at the highest level goes beyond merely taking stock of meaning as one reads. A true synthesis is achieved when a new perspective or thought is born out of the reading. Goudvis Harvey, 2000 110Synthesis 111Synthesizing / Reasoning with Information evaluating, creating, judging, inferring, visualizing, making decisions

You are a tree in the fall. Your leaves are changing color for the first time. Tell what you see and how you feel. What would you say?

I feel imbarrist because all the trees around me are pine trees and their leaves dont change color. Im scared because I wonder if somethings wrong. I dont like it because I liked it when my leaves were green. Im asking the pine trees if something is wrong but they dont know because they have not dad it happen to them. I dont see any other trees to ask so I dont know what will happen next

Uh-oh! Your leaves are turning brown and falling to the ground. Now how do you feel? What do you see? What would you say?

Im starting to wonder if Im goinjg to die. I dont know if this is something that should happen. Im glad I got throught the other thing but this is even worse. This is worse than having a kid climb you. This is terrible. I hate it. I like green way better than brown. 2nd grade

Benchmark Predict and verify the life cycle of plants 112Response to writing prompt at the conclusion of the unit

You are a tree in the fall. Your leaves are changing color for the first time. Tell what you see and how you feel. What would you say?

I look so pretty but I wish they were nice fresh green. The colors are so pretty but I wish it never happens. I will just haft to stay like this for a long time. At least I am alive. I do not like fall because it makes my leave turn different colors.

Uh-oh! Your leaves are turning brown and falling to the ground. Now how do you feel? What do you see? What would you say?

I look so bad and my leaves are falling off. The brown is werse than last time. I rather have colored leaves than brown. At least they will turn green again nest summer. I wish I was a needle leaf and not a broad leaf. 2nd grade

113Student-Produced Readers Theatre

In teams review texts and notes to create script.

Small groups meet and read the script several times taking a different role with each reading.

Students practice their roles

Readers Theatre is performed

114Final Product

The last TLE allows teams to review and refine the final product or performance

Students use the Final Product Organizer to guide activities

Students help create the rubric to assess the quality of the FTP

1

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